How to Develop a Rubric How to Develop a Rubric Jason Peake

How to Develop How to Develop a Rubrica Rubric

Jason Peake

A A rubricrubric is a set of rules that. . . is a set of rules that. . .

Shows levels of quality.Shows levels of quality.

Communicates standards.Communicates standards.

Tells students expectations for task.Tells students expectations for task.

Are NOT checklists (yes or no answers).Are NOT checklists (yes or no answers).

Parts of a RubricParts of a Rubric

DimensionsDimensions, referred to as criteria, encompass the , referred to as criteria, encompass the knowledge, skills, and understanding to be assessed.knowledge, skills, and understanding to be assessed.

IndicatorsIndicators specify the evidence used to judge the degree to specify the evidence used to judge the degree to which the dimension is mastered.which the dimension is mastered.

Rating ScalesRating Scales discriminate among the various levels of discriminate among the various levels of performance.performance.

Steps in Rubric DevelopmentSteps in Rubric Development Determine learning outcomes.Determine learning outcomes.

Each rubric item should focus on a different skill.Each rubric item should focus on a different skill.

Evaluate only measurable criteria.Evaluate only measurable criteria.

Ideally, the entire rubric should fit on one sheet of Ideally, the entire rubric should fit on one sheet of paper.paper.

Reevaluate the rubric. (Did it work?)Reevaluate the rubric. (Did it work?)

Advantages of Using a RubricAdvantages of Using a Rubric

Lowers students’ anxiety about what is expected of them.Lowers students’ anxiety about what is expected of them. Provides specific feedback about the quality of their Provides specific feedback about the quality of their

work.work. Provides a way to communicate expectations and Provides a way to communicate expectations and

progress.progress. Ensures all student work is judged by the same standard.Ensures all student work is judged by the same standard. Disengages the “halo” effect and its reverse.Disengages the “halo” effect and its reverse. Leads students toward quality work.Leads students toward quality work.

Holistic Analytic

Two Types of Rubrics

• Definition: One score or rating for the entire product or performance.

• When to Use:

•For a quick snapshot of overall status or achievement

•When the skill or product to be assessed is simple; when it has only a single dimension.

• Disadvantages:

•Two students can get the same score for vastly different reasons

•Not as good for identifying strengths and weaknesses and planning instruction

•Not as useful for students to use.

Holistic Rubric

Steps in DevelopmentSteps in Development

After you write your first paragraph of After you write your first paragraph of the highest level, circle the words in the highest level, circle the words in that paragraph that can vary. that paragraph that can vary.

These words will be the ones that These words will be the ones that you will change as you write the less you will change as you write the less than top level performances.than top level performances.

Template for Holistic RubricsTemplate for Holistic Rubrics

ScoreScore DescriptionDescription55 Demonstrates complete understanding of the problem. All Demonstrates complete understanding of the problem. All

requirements of task are included in response.requirements of task are included in response.

44 Demonstrates considerable understanding of the problem. Demonstrates considerable understanding of the problem. All requirements of task are included.All requirements of task are included.

33 Demonstrates partial understanding of the problem. Most Demonstrates partial understanding of the problem. Most requirements of task are included.requirements of task are included.

22 Demonstrates little understanding of the problem. Many Demonstrates little understanding of the problem. Many requirements of task are missing.requirements of task are missing.

11 Demonstrates no understanding of the problemDemonstrates no understanding of the problem

00 No response/task not attemptedNo response/task not attempted

Analytical Rubric

• Definition: Several scores or ratings for a product or performance. Each score represents an important dimension or trait of the performance or product.

• When to Use:

• Planning instruction – show relative strengths and weaknesses.

• Teaching students the nature of a quality product or performance – they need the details.

• Detailed feedback to students or parents.

• For complicated skills, products, or performances, for which several dimensions need to be clear.

• Disadvantages:

• Scoring is slower.

• Takes longer to learn.

Template for Analytic RubricsTemplate for Analytic RubricsBeginningBeginning

11

DevelopingDeveloping

22

AccomplishedAccomplished

33

ExemplaryExemplary

44

ScoreScore

Criteria Criteria #1#1

Description Description reflecting beginning reflecting beginning level of performancelevel of performance

Description Description reflecting reflecting movement toward movement toward mastery level of mastery level of performanceperformance

Description Description reflecting reflecting achievement of achievement of mastery level of mastery level of performanceperformance

Description reflecting Description reflecting highest level of highest level of performanceperformance
















Basic TemplateBasic TemplateScaleScale

CriteriaCriteria

IndicatorIndicator IndicatorIndicator IndicatorIndicator IndicatorIndicator



Workshop Participant’s Enthusiasm Workshop Participant’s Enthusiasm RubricRubric

(16 points)(16 points)ExemplaryExemplary AcceptableAcceptable Needs Needs

WorkWorkRetireRetire

Facial Facial ExpressionExpression

Thought Thought ProcessProcess

MovementMovement

Oral Oral ParticipationParticipation

Bright, lit up

Eyes not blinking

Focused on teacher

Wheels in high gear

Quick, alert motions

Non-stop on task talking

Bright, lit up

Eyes sometimes focused on teacher

Wheels in relaxed motion

Casual motions

Talks when needed or told

Eyes glazed over and bloodshot

Wheels are rusty and slow

Sluggish – an occasional itch

Occasional grunts

Eyes closed; Drooping

Wheel isn’t invented

Coma

Drooling

No sound

Adapt your rubric to the task at hand.Adapt your rubric to the task at hand.

Apply the scoring system that best suits Apply the scoring system that best suits you.you.

Start small (Start small (keep adding and changing when keep adding and changing when necessary)necessary)

Students should receive the assignment Students should receive the assignment and rubric at the same time.and rubric at the same time.

Remember:

Determine appropriate and acceptable evidence of Determine appropriate and acceptable evidence of learning?learning?

Match the assessment method with the taskMatch the assessment method with the task Show students models for what we are asking to doShow students models for what we are asking to do Give descriptive feedback about student performanceGive descriptive feedback about student performance Don’t over-rely on just one mode of assessment such as Don’t over-rely on just one mode of assessment such as

formal unseen examinationsformal unseen examinations Use a variety of assessmentsUse a variety of assessments

SOME THOUGHTS

“Assessment should always havemore to do with helping studentsgrow than with cataloging theirmistakes.”

Carol Tomlinson

Documents

How to Develop a Rubric How to Develop a Rubric Jason Peake